Search
There are 8 results.
Tag
Tag
All (37)
Alt Text (2)
Analytics (1)
Assessments (2)
Asynchrony (3)
Backwards Design (1)
Belonging (2)
Canvas (1)
Collaboration (2)
Color Contrast (2)
Communication (6)
Community (3)
Content Creation (4)
Copyright (1)
Course Maintenance (1)
Course Materials (4)
Course Preparation (3)
Discussions (1)
Diversity (2)
Equity (2)
Faculty Presence (1)
Feedback (1)
Hyperlinks (1)
Images (1)
Inclusion (4)
Learning Objectives (2)
Multimodality (3)
PowerPoint (1)
Qualitative courses (1)
Quantitative courses (1)
Representation (1)
Rubrics (1)
Screen Readers (1)
Summative Assessments (1)
Synchrony (4)
Third-Party Tools (1)
Universal Design for Learning (UDL) (1)
Video (1)
Visual Accessibility (2)
Representation Matters: Guest Speakers to Support DEIB
Guest speakers can support diversity, equity, inclusion, and belonging (DEIB) initiatives while promoting students’ academic and professional growth across disciplines. When designing courses, identify ways to integrate speakers into the curriculum, tap established networks, and ensure that any readings and assignments align with these efforts.
Backward Design
Backward design is, as the name suggests, a process for designing curricula, courses, and lectures by working backwards from big-picture learning goals. The concept, introduced by Grant Wiggins and Jay McTighe (2005), suggests that instructors create assessments, activities, and course content that are explicitly aligned with the broader learning goals of the unit. This is different from the traditional content-driven approach to learning design, which focuses on course content first and only secondarily tries to align that content with learning goals.
Creating Learning Objectives
Learning objectives help inform students about what they will learn and how they will be assessed. Objectives are meant to align with course expectations. Therefore, any assigned exercises should be guided by the course’s specific learning objectives. Everything in the course should work together to ensure students master the course objectives.
Rubrics as a Tool to Support Equity and Inclusion
While student populations have become increasingly diverse, many groups, including first-generation, non-native English speakers, and individuals with disabilities, still face barriers and bias that can derail their success in college (Super et al., 2020). Traditional grading practices—including penalties for late work, writing in dialects other than standard English, and even plagiarism— are prone to bias and only perpetuate disparities, the research says (Feldman, 2019; Savini, 2021).
Inclusive Communication Practices
In asynchronous, hybrid, and multimodal learning environments, strong communication practices greatly aid student engagement and satisfaction (Martin & Bolliger, 2018). Faculty may develop an exceptional course in terms of goals, content, and design, but without proper communication and feedback, the course experience will be significantly diminished.
Five Ways to Combat Linguistic Bias in the Classroom
Developments such as the evolution of World Englishes (WE) and African American scholars’ use of African American Vernacular English (AAVE) have opened an important dialogue around academic writing standards, language ownership, and linguistic justice (Canagarajah, 2006; Young, 2010). Authors like Gloria Anzaldua who mix, for example, Native Indian, Spanish, and English in texts, are engaging in the literary tradition of code meshing, which has been shown to facilitate acquisition of English when used by multicultural students in the classroom, according to research (Canagarajah, 2006). By adopting inclusive practices, course designers can combat linguistic bias and promote writing achievement for all learners. This blog contains five recommendations for reducing linguistic bias in online education.